UBD Understanding By Design Stage 3 Planning learning

UBD – Understanding By Design Stage 3: Planning learning experiences & instruction Balance – tensions & dilemmas 3/25/15

Unavoidable dilemmas in design

Unavoidable dilemmas in design • • Big ideas and transfer versus specific knowledge and skills Complex, realistic, and messy performance versus efficient and sound tests • Teacher control versus learner control of the work • Direct versus constructivist approaches • Depth versus breadth of knowledge • Comfort & a feeling of competence versus a real challenge

Unavoidable dilemmas in design • Uniform versus personalized work & expectations • Effective versus merely engaging • Simplified versus simplistic • A well-crafted plan versus appropriate flexibility and openendedness • A great individual unit versus larger goals and other designs • OTHERS?

You don’t “SOLVE” a dilemma • • You BALANCE the competing elements in each design as best as you can Advice to seek feedback as you work

Balance overall in design: In a chapter • In a unit • In a course • Differentiation for students • Implementation of SGO’s • In your life as a teacher & your load of preps • BALANCE

HOW teachers plan “This is one of the more interesting ‘black boxes’ in education. There are few studies of it, yet it is clearly one of the most vital elements of the enterprise. ” https: //grantwiggins. wordpress. com/20 12/11/30/how-do-you-plan-ontemplates-and-instructional-planning/

HOW teachers plan • Do you plan each day? Weekly? By the unit? • How often do you adjust your future plans based on formative results? • How often is a textbook the source of the plan? What % of the time do you use the textbook as the source of your plan? • How free are you to plan your own course/units/lessons? • How often is AP curriculum, Common Core, State Standards and/or course map referenced in your own planning?

HOW teachers plan • How detailed are your plans? • How do you think, ideally, you should plan for optimal preparation and good results? • What’s the role of templates & checklists in your planning? • How much of the planning process should be mandated or at least recommended vs. left up to the individual teacher?

Activity: Pair share (10 min) - Share dilemmas in your own unit with colleague. Can your colleague offer a new perspective? How can you move forward? Balance? OR - Share HOW you plan & useful tools in your planning process

Goal 1 thoughtfully designed unit 1 thoughtfully - aligned w/ your EU’s / EQ’s - aligned w/ your assessment(s) - unit described using template (other? ) *April 29 – final rough draft DUE May 20 – final product DUE to cmparker@prioryca. org Resources available on Haiku

May 20? • HOW you would like to share info • • Will send final completed template of unit plan to me What would be most useful for you?